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Link to this article: http://journals.cambridge.org/abstract_S0958344012000195How to cite this article: Mark Peterson (2012). Learner interaction in a massively multiplayer online role playing game (MMORPG): A sociocultural discourse analysis. ReCALL, 24, Abstract This exploratory study investigates the linguistic and social interaction of four intermediate EFL learners during game play in a massively multiplayer online role playing game (MMORPG). Twelve illustrative episodes drawn from the participants' text chat, collected in four 70-minute sessions held over a one-month period, are analyzed from a sociocultural perspective. Qualitative analysis reveals the presence of interactional features associated with the development of sociocultural competence. Throughout this study the learners successfully engaged in collaborative social interaction involving dialogue, conducted exclusively in the target language. Participants made appropriate use of politeness involving greetings, informal language, small talk, humor, and leave-takings, as a means to support the operation of collaborative interpersonal relationships. These relationships appeared based on reciprocity, friendship, and teamwork. They were effective in facilitating the creation of a low stress atmosphere characterized by social cohesion that was conducive to co-construction, and the consistent production of coherent target language output. The data indicates that the learners were able to jointly establish, and maintain, states of intersubjectivity through the use of continuers, and requests for assistance relevant to in-game tasks. Learner feedback was positive, and suggests that although the participants found the game play challenging, as this research progressed they became increasingly comfortable as their familiarity with the game increased. Aspects of participation identified by the learners as beneficial included opportunities for risk-taking, enhanced fluency practice, and exposure to vocabulary not normally encountered in regular language classes. The analysis suggests that the game provided access to an environment conducive to forms of collaborative target language use and social interaction identified as beneficial in the sociocultural account of language development.

This article explores research on the use of computerized games and simulations in language education. The author examined the psycholinguistic and sociocultural constructs proposed as a basis for the use of games and simulations in computer-assisted language learning. Research in this area is expanding rapidly. However, to date, few studies have critically investigated this body of work. The author reviewed key findings from influential studies. The author’s analysis reveals that, although these studies are subject to limitations, simulations and games present valuable opportunities for effective language learning. The contemporary literature on theories of language acquisition hypothesizes that simulations and games are beneficial methods for helping learners acquire another language. This article concludes by identifying potential areas for future research.

This paper reports on the task-based interaction of English as a Foreign Language (EFL) learners in the 3D multiuser virtual environment (MUVE) Second Life. The discussion first explores research on the precursors of MUVEs, text-based 2D virtual worlds known as MOOs. This is followed by an examination of studies on the use of MUVEs in Computer Assisted Language Learning (CALL). The discussion then focuses on an investigation of the Second Life-based text chat of learners located at a university in Japan. Data analysis reveals that the environment, and tasks, elicited types of collaborative interaction hypothesized as beneficial in the sociocultural account of language development. Collaborative interaction identified in the data involved peer-scaffolding focusing on lexis, and correction. The data further showed that the participants actively maintained a supportive atmosphere through the provision of utterances designed to signal interest, and the extensive use of positive politeness. These factors facilitated social cohesion, intersubjectivity, and the consistent production of coherent target language output focused on the tasks. Participant feedback was broadly positive, and indicates that specific features of Second Life such as individual avatars, coupled to the computer-based nature of the interaction, appeared to enhance discourse management, engagement, and participation. The findings suggest that Second Life provides an arena for learner centered social interaction that offers valuable opportunities for target language practice, and the development of autonomy. Areas of potential for future research are identified.